The movement of the body and the function of the vital organs is controlled by the nervous system.
The nervous system is made up of specialized cells called neurons that can transmit electrical impulses. These impulses travel at around 100 metres per second, so they are able to send information throughout the body very
quickly.
The central nervous system is made up of the brain and spinal chord.
The peripheral nervous system extends to all parts of the body.
Sensory receptors are the cells that can sense different forms of stimuli eg. sound, temperature, taste etc. Sensory nerves carry messages from the sensory receptors to the central nervous system.
Motor neurones carry messages to effectors, glands or muscles that can carry out an action in response to the stimulus eg moving a hand away from a hot object.
A reflex is an involuntary response to a stimulus. This can occur without the need for the brain to make a decision.
A reflex arc is the path a reflex takes - ie sensory neuron, interneuron (in the spinal chord) motor neuron. The impulse does not go to the brain to be processed. this means you react faster without thinking about it. a simple example is when you touch something hot and pull your hand away.
The stimulus-response model below describes the action of the nervous system in the event of a stimulus such as pain of a hand touching a hot object.
Synapse - the gap between neurons. A neurotransmitter (chemical ) is released from the end of one neuron and detected by the adjoining neuron. This passes the impulse across the synapse. the nerve impulse travels along the axon like an electrical impulse.
This is the process of maintaining a constant internal environment. It means to keep our bodies at a constant temperature and level of hydration.
Nerves and hormones are used to maintain this homeostasis. They do this as part of the stimulus response model.
There are two types of feedback reactions (loops)
1. Negative feedback where the bodies receptors note that the body has been producing too much of one thing. The receptors send a message to the control centre which processes the information and then sends a message to the effector. The effector responds by producing something that will reduce the stimulus.
An e.g. example of negative feedback is the balancing of glucose in the blood by insulin, In this example the stimulus of hi blood glucose level causes the effect of insulin production. Insulin is released into the blood stream and this will lower the amount of glucose in the blood.
2. Positive feedback this is where the stimulus results in the body wanting (needing) more of the stimulus. Here the receptors detect the stimulus and pass the information to the control centre where it is processed and passed to the effector which produces a response that is usually to produce more of something.
e.g. in childbirth the hormone that causes contractions.
eg the action of a baby suckling (stimulus) causes the response of letting down milk for the child. The child keeps sucking and the breast keeps letting down milk. This is a positive feed back loop because the response keeps the stimulus going and this keeps the response going.
What is the black part in the middle of the iris? - The pupil
What did you observe when you looked at the newspaper through the lens? - magnified and upside down
What did the retina look like? - black thin tissue, that covered the back of the eye. Could you find the optic nerve? a white stalk at the back of the eye on the outside.
Summarise your findings in a table underneath your labelled bull's eye drawings. leave out
What does the diaphragm in a microscope do? -adjusts to regulate the amount of light entering the lens of the microscope. Which part of the eye does the diaphragm in a monocular microscope most resemble? The iris - the muscle that adjusts to regulate the amount of light that enters the eye.
Find out more about one of the parts of the eye that you have observed, such as its function, related diseases or surgery.
example of diseases you might research for ques 6 - short sighted or long sighted, cataracts, corneal scratches, conjunctivitis, retina detachment, macular degeneration.
You might like to copy this to your notes
Part ...........
function
lens
in the middle of the eye - focus light on the retina
retina
on the back inside the eye - detects light and convert it into a signal that can be sent via the optic nerve to the brain
optic nerve ...
0n the back outside of the eye - carries impulse to the brain
iris
- coloured part of the eye - acts as a diaphragm to regulate the amount of light entering the eye
sclera
white outside of the eye, -- tough protective layer
cornea
clear tough front of the eye
Prac -How good are your reflexes?
KEY INQUIRY SKILL:
• questioning and predicting
Equipment:
well-lit room chair
stopwatch or clock with a second hand
Work in pairs for both parts of this activity. Decide who will be the experimenter and who will be the subject. Then swap roles and repeat both parts.
Part A: Kept in the dark
• If you are the experimenter, look closely at the eyes of your partner, noting the size of the pupils.
• Ask your partner to close his or her eyes for 60 seconds.
• At the end of this time, monitor your partner's eyes for any changes.
DISCUSS AND EXPLAIN
1. What changes did you notice? - iris size changed and so the pupil got smaller
2. Identify the (a) stimulus - light
3. and (b) response. - iris expands ( because the pupil got smaller.
4. Why do you think this reflex action is important to our survival? - Protects the eye - detects light stimulus.
5. Can you control the size of your pupil? No
6. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - - different intensities of light, day or night, coloured lights,
8. Part B: Knee jerk
◦ Have your partner sit on a chair with one leg crossing over the other knee.
◦ Use the edge of your hand to gently strike the crossed leg of your partner just below the knee in the joint.
◦ You may need to repeat this a few times to get a response from your partner.
9. DISCUSS AND EXPLAIN
10. Describe your observations. - lower leg raises involuntarily.
11. Identify the
(a) stimulus -- the hand hitting the leg
(b) response - - the leg moving
(c) effector. -- the muscle in the top of the leg ( it contracts moving the lower leg up)
15. Did you get the response the first time? Why or why not?
16. Can you control a knee-jerk response? - Yes if you tense your leg
17. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - sitting up higher so leg hangs -
Brains
The brain is the control centre of the body. However different parts of the brain are responsible for different functions. Parts of the Brain
The Forebrain this includes Cerebrum and it is divided into 2 hemispheres which joined by the corpus callosum. This comprised of a number of different lobes that have differing functions.
eg Prefrontal cortex is the frontal lobe and is responsible for the executive functioning of the brain- this means organising, making rational and moral decisions.
other lobes include the occipital lobe that looks after vision
the temporal lobe that looks after communication - speech , hearing and interpreting.
The mid brain is the name implies is in the middle of the brain - above the thallamus.
It controls sleep, alertness and temperature. Controls the data from eyes and ears coming into the brain and passing it on for more processing by the forebrain
Hind brain
Connects to the spinal cord, Autonomic functions like heart beat, breathing
Cerebellum
Controls and coordinates movement. It allows for complex movement eg dance , playing an instrument but also smooth walking and running
eLesson
Willis and the brain Watch a video from The story of science about early research on the brain.
a hormone is a chemical that is excreted by a gland inside your body. The type of chemical a hormone is is a protein.
A hormone is released into the blood stream and carried around the body to the tissues it acts on. At this point the hormone stimulates the tissue to respond in a certain way.
Some common examples are
the hormone insulin is released from glands in the pancreas. The hormone insulin decreases the blood glucose level.
the hormone progesterone is released from glands in the ovaries. The amount (level) of the hormone progesterone in the blood determines when ovulation occurs.
the hormone "growth Hormone is released from the Pituitary gland under the brain. The hormone growth hormone stimulates cells to grow and divide.
a picture of this is found in your text book and can be summarised as
Compare the endocrine and nervous system
Feature
Endocrine system
Nervous system
Speed of message
Slow
Fast
Speed of response
Usually slow
Immediate
Duration of response
Long lasting
Short
Spread of response
Usually slow
Very localised
How message travels through body
In circulatory system — in bloodstream
In nervous system — along nerves and across synapses
Types of message
Hormones (chemicals)
Electrical impulse and neurotransmitters (chemicals)
Answers to revision questions above the fire
copy and paste the answers into a word document or similar then turn the font colour to black
Explain the difference betweendraw a reflex arc and label the sensory neurone, inter neurone and the connecting neurone see above
CNS and PNS -----central nervous system ( brain and spinal cord) and peripheral NS ( al the nerves in arms leg and trunk - sensory and motor neurones)
hormone and neurotransmitter - a chemical ecrted from a gland that causes an effect on or by a target cells,, vs a chemical secreted from the end of the neurone at a synapse to allow the nervous impluse move fro one nerve to the next.
Sensory neurone and motor neurone - detects vs causes action
a negative feed back loop and a positive feed back loop----- turns off the stimulus vs maintains the stimulus to stimulate
the effect of insulin and the effect of glucagon ------lowers blood sugar vvs causes glycogen to convert to glucose and hence raise Blood sugar Level (BSL)
reflex arc and another neural pathway where you think about your response impuse does not go to brain for processing hence fast response . vs it does and is processed by brain before an effector is stimulated response can occur
axon and synapse---- long inner part of the neurone extending from the dendrites vs gap between neurones
myelin sheath and dendrite --outer covering of the axon insulating it from other nerve impulses vs dendrite
sclera and cornea --white part of the eye tough and protective - clear front of the eye protects the pupil and iris
lens and retina -- focuses light vs detects the light as a stimulus and passes it to the optic nerve
cerebellum and cerebrum --- corodiantion of smooth movement and balance vs processing of senses
corpus calloosum and frontal cortex 0--- connects both hemispheres vs executive function of the brain
receptor and effector --- sensory neurone, detects a stimulus vs causes a response
stimulus and response -- activates a receptor vs action or event caused by the effector
hypothalamus and the pituitary gland --- metabolic rate , growth system functions vs sex hormones
target cell and excretory gland - responds to the effector vs gland that excretes the hormone (stimulus to the target)
progesterone and eostrogen - produced by Corpus luteum in ovary maintains thickness of uterine lininig vs prodiced by follicle in the ovary causes ovulation
list 3 glands and the hormones they excrete as well as the effect these hormones have on the target cells -see table above
Control and Co-ordination - key concepts updated for new text – Guide SheetName___
Key Concept
Vocabulary
Assessment
11. The coordination and regulatory function in animals assist them to survive in their environments 22. In animals, the nervous system allows them to respond quickly to stimuli 33. Both plants and animals rely on hormones to control systems and achieve homeostasis 44. Hormones are chemical messengers 55. Nerve cells differ according to their function
(CNS) - Central Nervous System (PNS) - Peripheral Nervous System Hypothalamus Reflex action Toxin Synapse Reaction time
Science Inquiry Skills- design a prac Science as a Human Endeavour -research Test
Done @ School Teacher Signs
Done @ Home Teacher signs
Science Quest 9 –Main Concepts
Suggested Activities
Extension and Variation Homework
2.1: Coordination and control (page 32) – Receptor and stimulus for the organs form the stimuls response model • How we smell, how we see, how we taste, how we hear.
Assesson Readiness test Activity: Draw a flow chart that represents the stimulus response model Activity Construct a table of the senses and corresponding stimulus and receptors (see p 33) Activity: Construct a table to compare positive and negative feedback Textbook questions: (p37) 2, 3, 5, 6, Use your laptop: – Jacplus Digital resources: Interactivity “A Bundle of Nerves” int-0015
Use your iPad: – eBookPlus “Robotic Heart surgery” eles-1081
2.1: Co ordination and Control – understanding how • Homeostasis is maintained by the Stimulus –Response model and how this affects Feedback. • Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells • Comparing the endocrine and nervous systems How they work together
Investigate: Homeostasis and how the Stimulus and Response model can be used to maintain homeostasis – make some notes about this. Compare: Nervous and endocrine systems in a table Construct Relation diagrams for the components of the nervous and endocrine systems) Assesson Progress test
Try these animations 1. advanced outline of a response 2. Model of a feed back loop 3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones. EXT. Which is the best one for teaching about control and coordination? Provide evidence to support your conclusions
2.2: Nervous System : fast control (page 41)– Neurons, transmitters, toxins and reaction time • diagram of sensory, motor and inter neuron • Structure of a neuron –sensory, motor and connecting, how impulses travel along nerves • Simple reflex arc
Assesson Readiness test Investigate: Neuron Structure, Synapes, Reflex actions and Nerves and chemical warfare (p.41) – Make a summary. Prac: Investigation: 2.2 (p42) How good are your reflexes Use your laptop: – Jacplus Digital resources: Interactivity “A Nervous Response” int-0670 online quiz Download and complete this worksheet – ‘2.1 The nervous system.’ Complete ‘UNDERSTANDING AND INQUIRING’ p 43 Ques 1 to 8 Assesson Progress test
Learn more about your nervous system by completing the A bundle of nerves interactivity in your eBookPLUS. **int-0015** View the animation of a synapse and
Text Box: http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
Prac: Where is skin most sensitive (Investigation 2.3 p45 Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99 Prac: Investigation 2.5 Complete ‘UNDERSTANDING AND INQUIRING’ p 51 Ques 1 to 8
Assesson Progress test
Complete ‘UNDERSTANDING AND INQUIRING’ p 51 Ques 9 to 15
Prac: Investigation 2.4 Eye dissection Extension if time permits
Science Inquiry Skills -Reportable
Design an experiment to measure the distance between nerves in the; finger tip, heel of the palm, forearm, and two other areas of the body
2.4: Getting in touch with your Brain –. • Diagram of the brain • parts of the brain 2.10 The teen Brain • understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains
Assesson Readiness test Activity: complete worksheet 2.5 parts of the brain Dissection of sheep brain Video: “Which Brain do you want” 50 min Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map) Examine scans of brain as they change over time – List some of the changes Explain “pruning” p 84
Assesson Progress test
Understanding and Enquiring: p60 select and complete 1 of
Brain Parts Song by Aaron Wolf - YouTube Song for learning parts of the brain and their functions. LYRICS BELOW. There's so much here packed into 3 minutes, that I recommend repeated viewings/listen... Watch now...
Science as a Human Endeavour -Reportable
After completing the sections 2.7, 3.5 and 3.6 – 1What is a prosthetic limb 2How do biomechanical engineers plan to make prosthetic limbs move by the control of the brain? 3Develop a diagram that explains this theory 4Predict how these plans might be improved
An excellent response to this question will include: • Well written response to each question and include how the concepts of homeostasis, nerve impulse, and stimulus response model might relate to the development of the prosthetic limb • A clear well labeled diagram that explains how the limb is controlled by the body.
2.5: Endocrine Systems -Examples and effect of human hormones, How hormones are different to nerves. • Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells • Comparing the endocrine and nervous systems How they work together
Assesson Readiness test Read: P 58 to 62 – Use the software program “comic life” to make a cartoon summary of His and Her hormones. Download and Complete the worksheet ‘2.3 Endocrine System’
eBookPlus Digital documents “Investigating and control” Worksheet q8 to 13
Text Box: http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on. access code = H3SJ9X
repeat test
Class notes
Table of the senses, receptors and stimulus
There are 5 main senses and they include:
Sense organs contain specialised nerve cells called receptors.
Nerves that detect stimuli are called receptors. Nerves that make muscles move are called effectors.
Investigation 3.3
Aim to determine which parts of our body are the most sensitive.
Method: see p 98
Results
table
Discussion: do questions 2,3 and 4
Conclusion
The most sensitive parts of the body is _. We can tell this because
The END
Do not do this stuff below this line
Responding and Controlling -2013 key concepts – student guideName__
Key Concept
Vocabulary
Assessment
The coordination and regulatory function in animals assist them to survive in their environments
In animals, the nervous system allows them to respond quickly to stimuli
Both plants and animals rely on hormones to control systems and achieve homeostasis
Hormones are chemical messengers
Nerve cells differ according to their function
(CNS) - Central Nervous System (PNS) - Peripheral Nervous System Neuron Nerves Hormones Receptors Stimulus Response Neurotransmitter
Practical write up – student choice from pracs listed in suggested activities Relation Diagram report – students present a relation diagram they have made for marking eg “Which brain do you want” Test
Done @ School
Teacher Signs
Done @ Home
Teacher signs
Science Quest 9 –Main Concepts
Suggested Activities
Extension and Variation Homework
3.4: Getting the message (page 97) – Receptor and stimulus for the organs. • How we smell, how we see, how we taste, how we hear. • Use relation diagrams to explain the function of the senses
Activity: Construct a table of the senses and corresponding stimulus and receptors (see p 97) Prac: Where is skin most sensitive (Investigation 3.3 p98) Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99 Prac: Investigation 3.5 (p101) Textbook questions: (p103) 2, 5, 7, 8, 9, 10, 17, 18 Use your laptop: – eBookPlus “A Bundle of Nerves” int-0015
Investigate: Ques 21 p103 The virtual medical centre Use your laptop: – eBookPlus “Robotic Heart surgery” eles-1081
2.7: The Teen Brain – understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains.
Activity: Do the brain work sheet 2.2 (Answers to Parts of brain sheet) Make a labelled diagram of the brain and incorporate the ideas introduced on pages 58 to 59. Construct a table that lists the name s of parts of the brain and their function
Video: “Which Brain do you want” 50 min Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map – see p 126 for examples)
Understanding and Enquiring: p60 select and complete 1 of
3.5: Co ordination and Control – understanding how the Homeostasis is maintained by the Stimulus –Response model and how this affects Feedback. Comparing the endocrine and nervous systems How they work together
Investigate: Homeostasis and how the Stimulus and Response model can be used to maintain homeostasis (p.104) Compare: Nervous and endocrine systems in a table Construct Relation diagrams for the components of the nervous and endocrine systems) Textbook Questions: 5 and 6 p 108
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
3.6: Nervous Control – Neurons, transmitters, toxins and reaction time
Investigate: Neuron Structure, Synapes, Reflex actions and Nerves and chemical warfare (p.109 to 111) – Make a summary. Prac: How good are your reflexes (p.111) Use your laptop: – eBookPlus “A Nervous Response” -(Test your knowledge of the nervous system by completing the A nervous response interactivity in your eBookPLUS. int-0670)
Practical write up – student choice from pracs listed in suggested activities
Research report – student choice from research listed in extension & variation
Test
You must do the sections in red
Ideas to learn in this section
Suggested Activity
Extension work
8.1: Responding – understanding the stimulus-response model. (Feedback and control)
Activity: Send an impulse around the class
Compare: Human Thermostats (p. 223) Prac: Sweet and Salty (p.225)
Demo: Sound Freq threshold (p.225) – Sound generator / PC Textbook Q’s: 8.1 Pg 222 Q2 – 7, 10 – 11, 13, 15, 19 - 20 Homework: 8.1 Reaction Times (p94) view this animation
Investigate: Sound Intensity Threshold (p.223+224)
Interactive: Receptors and Stimuli (p.221)
Research: Fevers & Blood pH (p.224)
Try these animations
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
4. find some more animations.
8.2: Nervous Control – understanding of the control and coordination achieved by the nervous system
Activity: Make a labelled model of a neuron using balloons, string, cotton, straws and tape. View the animation of a synapse and see how a drug might affect the nerve impulse.
Video: Control systems- THE BRAIN 50 mins Prac: Brain Dissection (p.233)
Prac: Brain Wars: the Stroop effect (p.235)
Activity: Understanding Memory (p.236-237)
Investigate: Smellies (p. 237) Textbook Q’s: 8.2 Pg 232 Q2 – 6, 8 – 15, 18, 22 Homework: 8.2 The nervous system (p.95- 96)
Surfing: Companion website – reflex tester (p233)
Research: Brain and Spinal damage. Technology. Animals. Drugs (p.233)
View the video - "which brain do you want"
Parts of the Brain -
This site gives clear outline of the parts and their function and also has a game about parts of the brain. Go here
8.3: Chemical Control – understanding how the endocrine systems operates to send messages in the body
Investigate: Plants and gravity (p.246)
Demo: A plant tropism (p.247) Textbook Q’s: 8.3 Pg 245 Q3-6, 8 – 10, 13, 15 - 17 Homework: 8.4 Hormonal Control & menstrual system (p.99)
Homework: 8.5 Diabetes – Type 1 (p.102-103)
Activity/Project: Re-design the human body so it would react quicker to stimuli.
Complete the project on the hormone you were researching- go here.
Surfing: Companion website: Interactive endocrine system (p.246)
Research: Hormones. Pheromones (p.246)
Drag and Drop: Major human endocrine glands (p.239)
Web Destination: Interactive endocrine (p.246)
8.4: Behaviour – understanding the ways organisms respond to their surrounds in order to survive
Extra revision questions Coordination and control
CLass Notes
Things we have learnt by completing the EP Nervous System task
1. Parts of the Brain -
- Cerebrum -thinking, imagination ( 2 hemisphere)
- Cerebellum - balance and coordination of senses
- Brain stem heart and digestion and breathing - autonomic
2. The nervous system is divided into 2 parts -Autonomic -the body does this automatically/ unconsciously eg heart beat, digestion
Somatic - sensory systems - eg eyes, ears nose
The nervous system
(fromhttp://resources.mhs.vic.edu.au/science/resources/under_control_summary.htm)
- Synapse - the gap between neurons. A neurotransmitter (chemical ) is released from the end of one neuron and detected by the adjoining neuron. This passes the impulse across the synapse. the nerve impulse travels along the axon like an electrical impulse.
Down load a cloze passage on nervesHomeostasis
This is the process of maintaining a constant internal environment. It means to keep our bodies at a constant temperature and level of hydration.Nerves and hormones are used to maintain this homeostasis. They do this as part of the stimulus response model.
There are two types of feedback reactions (loops)
1. Negative feedback where the bodies receptors note that the body has been producing too much of one thing. The receptors send a message to the control centre which processes the information and then sends a message to the effector. The effector responds by producing something that will reduce the stimulus.An e.g. example of negative feedback is the balancing of glucose in the blood by insulin, In this example the stimulus of hi blood glucose level causes the effect of insulin production. Insulin is released into the blood stream and this will lower the amount of glucose in the blood.
2. Positive feedback this is where the stimulus results in the body wanting (needing) more of the stimulus. Here the receptors detect the stimulus and pass the information to the control centre where it is processed and passed to the effector which produces a response that is usually to produce more of something.
e.g. in childbirth the hormone that causes contractions.
eg the action of a baby suckling (stimulus) causes the response of letting down milk for the child. The child keeps sucking and the breast keeps letting down milk. This is a positive feed back loop because the response keeps the stimulus going and this keeps the response going.
Try this close passage
Try this word search
More examples of Feed back loops
Designing an Experiment
Eye dissection
DISCUSS AND EXPLAIN
You might like to copy this to your notes
Prac -How good are your reflexes?
KEY INQUIRY SKILL:• questioning and predicting
Equipment:
well-lit room chair
stopwatch or clock with a second hand
Work in pairs for both parts of this activity. Decide who will be the experimenter and who will be the subject. Then swap roles and repeat both parts.
Part A: Kept in the dark
• If you are the experimenter, look closely at the eyes of your partner, noting the size of the pupils.
• Ask your partner to close his or her eyes for 60 seconds.
• At the end of this time, monitor your partner's eyes for any changes.
DISCUSS AND EXPLAIN
1. What changes did you notice? - iris size changed and so the pupil got smaller
2. Identify the (a) stimulus - light
3. and (b) response. - iris expands ( because the pupil got smaller.
4. Why do you think this reflex action is important to our survival? - Protects the eye - detects light stimulus.
5. Can you control the size of your pupil? No
6. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - - different intensities of light, day or night, coloured lights,
8. Part B: Knee jerk
◦ Have your partner sit on a chair with one leg crossing over the other knee.
◦ Use the edge of your hand to gently strike the crossed leg of your partner just below the knee in the joint.
◦ You may need to repeat this a few times to get a response from your partner.
9. DISCUSS AND EXPLAIN
10. Describe your observations. - lower leg raises involuntarily.
11. Identify the
(a) stimulus -- the hand hitting the leg
(b) response - - the leg moving
(c) effector. -- the muscle in the top of the leg ( it contracts moving the lower leg up)
15. Did you get the response the first time? Why or why not?
16. Can you control a knee-jerk response? - Yes if you tense your leg
17. Suggest possible improvements to this experiment and suggest further relevant investigations that could be carried out. - sitting up higher so leg hangs -
Brains
The brain is the control centre of the body. However different parts of the brain are responsible for different functions.
Parts of the Brain
http://www.psychologycharts.com/parts-of-the-brain-chart.html
The Brain
The brain 3 partsForebrain-
Mid brain
Hind brain
The Forebrain this includes Cerebrum and it is divided into 2 hemispheres which joined by the corpus callosum. This comprised of a number of different lobes that have differing functions.
eg Prefrontal cortex is the frontal lobe and is responsible for the executive functioning of the brain- this means organising, making rational and moral decisions.
other lobes include the occipital lobe that looks after vision
the temporal lobe that looks after communication - speech , hearing and interpreting.
The mid brain is the name implies is in the middle of the brain - above the thallamus.
It controls sleep, alertness and temperature. Controls the data from eyes and ears coming into the brain and passing it on for more processing by the forebrain
Hind brain
Connects to the spinal cord, Autonomic functions like heart beat, breathing
Cerebellum
Controls and coordinates movement. It allows for complex movement eg dance , playing an instrument but also smooth walking and running
eLesson
Willis and the brainWatch a video from The story of science about early research on the brain.
eles-1783
Endocrine Systems
a hormone is a chemical that is excreted by a gland inside your body. The type of chemical a hormone is is a protein.A hormone is released into the blood stream and carried around the body to the tissues it acts on. At this point the hormone stimulates the tissue to respond in a certain way.
Some common examples are
a picture of this is found in your text book and can be summarised as
Compare the endocrine and nervous system
Complete the cloze word passages
Extra revision questions Coordination and control
go to answers
code
code
Answers to revision questions above the fire
copy and paste the answers into a word document or similar then turn the font colour to black
Control and Co-ordination - key concepts updated for new text – Guide SheetName___
2 2. In animals, the nervous system allows them to respond quickly to stimuli
3 3. Both plants and animals rely on hormones to control systems and achieve homeostasis
4 4. Hormones are chemical messengers
5 5. Nerve cells differ according to their function
(PNS) - Peripheral Nervous System
Hypothalamus
Reflex action
Toxin
Synapse
Reaction time
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Hormones
Axon
Pituitary
Thyroid
Neuron
Nerves
Nerve cell
Receptors
Myelin
Endocrine
Stimulus
Response
Neurotransmitter
Science as a Human Endeavour -research
Test
• How we smell, how we see, how we taste, how we hear.
Activity: Draw a flow chart that represents the stimulus response model
Activity Construct a table of the senses and corresponding stimulus and receptors (see p 33)
Activity: Construct a table to compare positive and negative feedback
Textbook questions: (p37) 2, 3, 5, 6,
Use your laptop: – Jacplus Digital resources: Interactivity “A Bundle of Nerves” int-0015
Homeostasis www.educationperfect.com/touch/#/dashboard/homework/157299
Nerves
www.educationperfect.com/touch/#/dashboard/homework/157300
Textbook questions: (p37) 7, 8,
• Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells
• Comparing the endocrine and nervous systems
How they work together
Compare: Nervous and endocrine systems in a table
Construct Relation diagrams for the components of the nervous and endocrine systems)
Assesson Progress test
Positive feedback loops and negative feedback loops
And more examples of feedback loops.
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
EXT. Which is the best one for teaching about control and
coordination? Provide evidence to support your conclusions
• diagram of sensory, motor and inter neuron
• Structure of a neuron –sensory, motor and connecting, how impulses travel along nerves
• Simple reflex arc
Investigate: Neuron Structure, Synapes, Reflex actions and Nerves and chemical warfare (p.41) – Make a summary.
Prac: Investigation: 2.2 (p42) How good are your reflexes
Use your laptop: – Jacplus Digital resources: Interactivity “A Nervous Response” int-0670 online quiz
Download and complete this worksheet – ‘2.1 The nervous system.’
Complete ‘UNDERSTANDING AND INQUIRING’ p 43
Ques 1 to 8
Assesson Progress test
completing the A bundle of nerves interactivity
in your eBookPLUS. **int-0015**
View the animation of a synapse and
synapses and learning - try this animation
http://outreach.mcb.harvard.edu/animations/synaptic.swf
synapses and action potential - advanced
http://outreach.mcb.harvard.edu/animations/actionpotential_short.swf
Explore the effect of toxins on a nervous system
Complete ‘UNDERSTANDING AND INQUIRING’ p 43
Ques 9 to 15
• Use relation diagrams to explain the function of the senses
• Assessable - quiz
Download the Worksheet- ‘Reflex arc worksheet.’
Prac: Where is skin most sensitive (Investigation 2.3 p45
Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99
Prac: Investigation 2.5
Complete ‘UNDERSTANDING AND INQUIRING’ p 51
Ques 1 to 8
Assesson Progress test
Ques 9 to 15
Prac: Investigation 2.4 Eye dissection Extension if time permits
Notes on designing an experiment
• Diagram of the brain
• parts of the brain
2.10 The teen Brain
• understanding How the brain changes through the teens. Comparing brain scans of healthy and diseased brains
Activity: complete worksheet 2.5 parts of the brain
Dissection of sheep brain
Video: “Which Brain do you want” 50 min
Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map)
Examine scans of brain as they change over time – List some of the changes
Explain “pruning” p 84
Assesson Progress test
Ext 2.8 total recall
rain Parts Song by Aaron Wolf - YouTube
https://www.youtube.com/watch?v=vYwOtTMUz0c
eLesson
Willis and the brain
Watch a video from The story of science about early research on the brain.
eles-1783
Song for learning parts of the brain and their functions.
LYRICS BELOW. There's so much here packed into 3 minutes, that I recommend repeated viewings/listen...
Watch now...
1 What is a prosthetic limb
2 How do biomechanical engineers plan to make prosthetic limbs move by the control of the brain?
3 Develop a diagram that explains this theory
4 Predict how these plans might be improved
• Well written response to each question and include how the concepts of homeostasis, nerve impulse, and stimulus response model might relate to the development of the prosthetic limb
• A clear well labeled diagram that explains how the limb is controlled by the body.
• Endocrine system : hormones are released into the blood stream and travel to all cells but act on only the target cells
• Comparing the endocrine and nervous systems
How they work together
Read: P 58 to 62 – Use the software program “comic life” to make a cartoon summary of His and Her hormones.
Download and Complete the worksheet ‘2.3 Endocrine System’
Notes on Endocrine systems
Ques(P 62) 1,(add thee to your glossary) 2, 4, 7, 8
Assesson Progress test
Download and complete ‘Control and Co-ordination
wordsearch Puzzle’
Hormones
www.educationperfect.com/touch/#/dashboard/homework/157301
make a list of comparison points between nerves and hormones and convert to a mind map using this --http://www.text2mindmap.com/
Complete the Assesson Topic Test Set by your teacher
Revision Questions Yr 9
practice test
access code = H3SJ9X
repeat test
Class notes
Table of the senses, receptors and stimulusThere are 5 main senses and they include:
Sense organs contain specialised nerve cells called receptors.
Nerves that detect stimuli are called receptors. Nerves that make muscles move are called effectors.
Investigation 3.3
Aim to determine which parts of our body are the most sensitive.
Method: see p 98
Results
table
Discussion: do questions 2,3 and 4
Conclusion
The most sensitive parts of the body is _. We can tell this because
The END
Do not do this stuff below this line
Responding and Controlling -2013 key concepts – student guide Name__
(PNS) - Peripheral Nervous System
Neuron
Nerves
Hormones
Receptors
Stimulus
Response
Neurotransmitter
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Nerve cell
Synapse
Reaction time
Axon
Pituitary
Thyroid
Coordination
Myelin
Endocrine
Hypothalamus
Reflex action
Toxin
Relation Diagram report – students present a relation diagram they have made for marking eg “Which brain do you want”
Test
Teacher Signs
Teacher signs
• How we smell, how we see, how we taste, how we hear.
• Use relation diagrams to explain the function of the senses
Prac: Where is skin most sensitive (Investigation 3.3 p98)
Activity: Use relation diagrams ( see p 126 for description) to explain how rods and cones and the brain help us see. P99
Prac: Investigation 3.5 (p101)
Textbook questions: (p103) 2, 5, 7, 8, 9, 10, 17, 18
Use your laptop: – eBookPlus “A Bundle of Nerves” int-0015
Use your laptop: – eBookPlus “Robotic Heart surgery” eles-1081
Make a labelled diagram of the brain and incorporate the ideas introduced on pages 58 to 59. Construct a table that lists the name s of parts of the brain and their function
Video: “Which Brain do you want” 50 min
Activity: Use a relation diagram to describe the main ideas presented in the video (like a mind map – see p 126 for examples)
Fun Facts about the brain
Comparing the endocrine and nervous systems
How they work together
Compare: Nervous and endocrine systems in a table
Construct Relation diagrams for the components of the nervous and endocrine systems)
Textbook Questions: 5 and 6 p 108
Try these animations
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
Prac: How good are your reflexes (p.111)
Use your laptop: – eBookPlus “A Nervous Response” -(Test your knowledge of the nervous system by completing the A nervous response interactivity in your eBookPLUS. int-0670)
Download and complete this worksheet
http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
View the animation of a synapse and see how a drug might affect the nerve impulse.
Ques(P 116 to 117) 2, 4, 7, to 13
make a list of comparison points between nerves and hormones and convert to a mind map usung this --
http://www.text2mindmap.com/
Revision Questions Yr 9
Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on.
access code = H3SJ9X
http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Dr Parry"s Course
Course outline to download
(PNS) - Peripheral Nervous System
Neuron
Nerves
Hormones
Receptors
Stimulus
Response
Neurotransmitter
Brain
Spinal chord
Nerve
impulse
Cerebrum
Cerebellum
Brain Stem
Nerve cell
Synapse
Reaction time
Dendrite
Axon
Pituitary
Pheromones
Thyroid
Coordination
Myelin
Endocrine
Hypothalamus
Tropism
Auxin
Reflex action
Research report – student choice from research listed in extension & variation
Test
You must do the sections in red
Compare: Human Thermostats (p. 223)
Prac: Sweet and Salty (p.225)
Demo: Sound Freq threshold (p.225) – Sound generator / PC
Textbook Q’s: 8.1 Pg 222 Q2 – 7, 10 – 11, 13, 15, 19 - 20
Homework: 8.1 Reaction Times (p94)
view this animation
http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/862/dog_homeostasis.swf - describe the feedback loop.
Interactive: Receptors and Stimuli (p.221)
Research: Fevers & Blood pH (p.224)
Try these animations
1. advanced outline of a response
2. Model of a feed back loop
3. The senses - includes animation of the skin responding how the ear and eye work and how the tongue tastes -also models of the eye with its rods and cones.
4. find some more animations.
View the animation of a synapse and see how a drug might affect the nerve impulse.
Video: Control systems- THE BRAIN 50 mins
Prac: Brain Dissection (p.233)
Prac: Brain Wars: the Stroop effect (p.235)
Activity: Understanding Memory (p.236-237)
Investigate: Smellies (p. 237)
Textbook Q’s: 8.2 Pg 232 Q2 – 6, 8 – 15, 18, 22
Homework: 8.2 The nervous system (p.95- 96)
Reflex arc - animation
http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
Homework: 8.2 Concussion in football (p.97)
Do this online test - you must get more than 75% o pass - Put your class name in front of your firstname when you log on.
access code = H3SJ9X
http://www.classroomclipboard.com/490625/Home/Test/115E217968DD72125168008E8EABD60F#/InitializeTest.xaml
Research: Brain and Spinal damage. Technology. Animals. Drugs (p.233)
View the video - "which brain do you want"
Parts of the Brain -
This site gives clear outline of the parts and their function and also has a game about parts of the brain. Go hereBrain research activity - google docs collaborative exercise.
Fun Facts about the brain
Demo: A plant tropism (p.247)
Textbook Q’s: 8.3 Pg 245 Q3-6, 8 – 10, 13, 15 - 17
Homework: 8.4 Hormonal Control & menstrual system (p.99)
Homework: 8.5 Diabetes – Type 1 (p.102-103)
Activity/Project: Re-design the human body so it would react quicker to stimuli.
Complete the project on the hormone you were researching- go here.
Research: Hormones. Pheromones (p.246)
Drag and Drop: Major human endocrine glands (p.239)
Web Destination: Interactive endocrine (p.246)
Prac: Observing Slaters (Animal Behaviour) (p.253)
Prac: Human Behaviour (p.253)
Homework: 8.6 Behaviour (p.104)
Textbook Q’s: 8.4 Pg 251 Q1 – 5, 7, 9, 11, 13, 18, 23
Project on behaviour
Look up some youtube clips on behaviour
Profiling: Careers (p.252)
Drag and Drop Interactive: Behaviour (p. 251)